Tag Archives: Case vignettes

Workshop design – sharing vignettes

One aspect of my original workshop design – from my iPad Professional Development Program (iPDP) – was the desire for some form of knowledge sharing evening. Although the program I’m creating at the DFM has been scaled back a lot from the design presented in the iPDP paper, I was struggling to figure out how to incorporate the knowledge sharing component. I’m happy to report that one of my sponsors/co-facilitators came up with an idea of how to solve that program (without even knowing that I thought it was a problem).

When we deliver the workshops, after the ice breaker activity the group is divided in two. Those who feel more beginner/notice begin with a 30-minute skills lab, while those who identify as more advanced begin with a case-vignettes presentation. After 30-minutes the groups switch. By dividing the groups this way, it means that the skills labs can be little more adapted to the level of the audience. The first skills lab will necessarily be more basic than the second skills lab. However, the interesting part here, is that the first group doing the case vignettes will have an opportunity to see some vignettes but also be solicited to share some vignettes. In this way, the more advanced participants have a chance to share what they know, and the physician facilitator demonstrator (yes that is a mouth full) will also have an opportunity to learn from peers. When the second group does the case vignettes (the beginner group), they will likely not have new vignettes to contribute, but they will gain from the additional knowledge, as the case vignette facilitator now might have a couple of new vignettes to present. I may not have explained that well – but the benefit here is that the opportunity to “share” vignettes has now been incorporated into the workshop – so I don’t feel like that aspect of the original iPDP design has been lost.

My perceptions of design

In looking at my current design – not sure which iteration I would call it – and reflecting back on each of the previous iterations, I’m struck by how I considered each iteration awesome. Each time I create an outline or design a workshop, I feel that I have an excellent workshop – and yet, after feedback, there are changes, and I leave feeling yet again that I found the perfect design.

I still need to blog about a couple of my previous iterations, specifically: (1) The Proposal design, (2) The Montebello workshop, (3) Post interview design … I’m now at (4) the post sponsor consultation design.

What I like most about the current design is that it goes back to my original goals – it can be built into something that is self-adapting. By the way each workshop is built and structured, it automatically will be adapted to where the technology is currently at. This self-adaptation in the program was one of the goals I really didn’t think I could achieve – so the potential for it is very useful. We’ll see if it actually plays out that way.

In order for the workshop participants to get continuing education credits for attending (MAINPRO credits), I needed to apply to the Canadian College of Family Physicians (CCFP) for certification. I’m happy to report that based upon the design (described below), the workshops have received credits. Participants can take up to three workshops and get 1.5 credits for each workshop. Documenting the design and apply for the credits did pose a bit of a challenge. Their system is very much based upon fixed content – and certifying fixed content – but in this case, I cannot guarantee the content. In many ways the actual content is not the relevant. It is more the structure that matters (at least to me). More on this after I show you the structure:

1      Program Description

The program consists of three 90-minute face-to-face workshop modules. To align with the literature on best practices for technology adoption, the modules not be delivered in one sitting – rather, modules will be delivered at least two-weeks apart, allowing participants time to absorb the information from the previous module before being exposed to new concepts.

Modules One and Two are essential iPad skills. Module Three focuses on how the iPad is used to enhance teaching within the context of an academic teaching unit (as opposed to a community practice).

2      Program Goals and Learning Objectives

The iPad can be a useful tool to help support physician educators in their role as clinical teachers. The goal of this program is to expose physician educators to a variety of ways in which iPads can be used to support clinical teaching, as well as to improve individual physicians iPad literacy skills.

3      Program Facilitation

All modules will be co-facilitated with a physician and a technologist. The physician’s expertise is in Family Medicine and the use of iPads in clinical teaching (undergrad and resident supervision). The technologist’s expertise is in the iPad technology and how to effectively teach new technologies to professionals.

4      Program Agenda

Learners will be divided into two groups for part 2 and 3. All learners will be together for parts 1 and 4.

Each module will be taught using the following structure:

  1. 15 minutes – Introduction
  2. 30 minutes – Group A – Clinical Teaching Vignettes, Group B – iPad Skills Lab
  3. 30 minutes – Group B – Clinical Teaching Vignettes, Group A – iPad Skills Lab
  4. 15 minutes – Debrief and wrap-up

5      Program Content

Facilitator and participant resources (e.g. the Content for clinical teaching vignettes and iPad skills labs that are presented) will be documented and posted on http://ipad-fm.ca. Some materials may not be available until after delivery of the workshop (e.g. clinical teaching vignettes), as the material will be recorded at the workshop.

6      iPad Essentials Part 1

6.1    Learning Objectives

After completing this module, participants will be able to:

  1. Switch between apps on the iPad
  2. Close apps on the iPad
  3. Shutdown the iPad
  4. Use the DrawMD OBGYN app to provide patient education
  5. Describe at least two clinical teaching vignettes
  6. Manage their Apple IDs for the AppStore and iCloud
  7. Describe the connection between AppleID and Apps
  8. Download and update apps
  9. Use iBooks to annotate eBooks and PDF documents
    1. Navigation quick tips

6.2    Introduction

1.1. Four finger swipe

1.2. Closing apps

1.3. Powering off your device

  1. Ice Breaker Activity: DrawMD OBGYN (using the iPad to describe to a patient what an Ectopic pregnancy)

6.3      Clinical Teaching Vignettes

The following are example clinical teaching vignettes. These will be regularly updated as the technology changes and new or improved apps become available.

  1. Teaching Shoulder Anatomy using Visual Body Anatomy Atlas
  2. Teaching Heart Murmur sounds

6.4      iPad Skills Lab

  1. Managing Apple IDs

1.1. Setting up AppStore AppleID and iCloud AppleID (see http://ipad-fm.ca)

  1. Downloading & Updating Apps (association of Apps and Apple ID)
  2. Using iBooks

3.1. Adding comments

3.2. Editing text comments

Note: The iBooks content is added to support the University of Ottawa Department of Family Medicine’s Essential Teaching Skills program which uses iBooks to provide professional development resources. This also provides an opportunity to teach editing text using the iPad.

7       iPad Essentials Part 2

7.1    Learning Objectives

After completing this module, participants will be able to:

  1. Organize their iPad icons
  2. Use EduCreations App to describe an illness script
  3. Describe at least two clinical teaching vignettes
  4. Describe how cloud-based apps work
  5. Identify security/privacy concerns when using Cloud Apps
  6. Use Evernote to create a note and email it to resident

7.2    Introduction

  1. Navigation quick tips

1.1. Organizing your iPad icons (creating and editing folders)

  1. Ice Breaker Activity

2.1. Using EduCreations (whiteboard app) to describe an illness script

7.3    Clinical Teaching Vignettes

The following are example clinical teaching vignettes. These will be regularly updated as the technology changes and new or improved apps become available.

  1. iThoughtsHD to describe complex illness scripts (e.g. Depression)
  2. Using diabetes simulation app to teach treatment options

7.4    iPad Skills Lab

  1. How Cloud-based Apps work
  2. Cloud Apps privacy and security concerns
  3. Using a stylus with the iPad
  4. Hands on with Evernote

4.1. Creating notes

4.2. Searching by tags

4.3. Emailing a note to your resident

8       iPad Essentials Part 3

8.1    Learning Objectives

After completing this module, participants will be able to:

  1. Create a presentation on the iPad using Prezi
  2. Describe at least two clinical teaching vignettes
  3. Transfer files to/from the iPad

8.2    Introduction

  1. Navigation quick tips

1.1. TBD

  1. Ice Breaker Activity

2.1. Creating a presentation using Prezi

8.3    Clinical Teaching Vignettes

The following are example clinical teaching vignettes. These will be regularly updated as the technology changes and new or improved apps become available.

  1. Using Prezi to create presentations for academic days.
  2. Using simulation apps to support teaching of the non-medical expert CANMEDS roles.

8.4    iPad Skills Lab

  1. Transferring files
  2. Dropbox (what is it, how it works, maintaining privacy)
  3. Microsoft Office – Cloud apps versus device apps

 

I think that any iPad workshop delivered using this structure will be successful – regardless of the details of the content itself. Well maybe not totally regardless, but not totally relevant either. I can swamp out one case vignette for another – it won’t matter as long as the participants see two or three real case vignettes – exactly what those vignettes are, are not as relevant as the fact that they are real case vignettes presented by physicians who actually use the iPad. The skills lab will always be adapted at least some extent to the participants themselves. The same topics can be made more or less advanced based upon the participants.

One strategy that I have in mind to test at the first workshop, is the division of people. Rather than randomly dividing people into two groups, I’m thinking of asking them to self-divide based upon their current iPad skills/comfort. I would ask those who are less comfortable to do the skills lab first, and those more comfortable to the skills lab second (vignettes first). I think this would help to adapt a single workshop to multiple levels. That being said, I’m also wondering if just have a mix might be more beneficial, as it might encourage more peer sharing during the skills lab section. This might be something to experiment with across different iterations of the workshops – to see which model worked better.

OK, that’s enough on the current design for now. More blogging latter.